Title: Genetics Author: Chris Pickering Grade Level: 10/11 Course: Bio I Purpose of Unit The purpose of this unit is for the students to gain an understanding of genetics and be able to apply practices. This will be done with a series of lessons first, giving a overall view of genetics. Next, we will go over punnet squares and how to accurately complete a punnet square. This will be followed by an inquiry based activity so the students can apply their knowledge of genetics. Finally, we will conclude the unit with mutations, codominance, incomplete dominances, and dihybrid crosses. A test will end the unit.
Learning Performances and Standards LS1 (9-11) - 2Students demonstrate an understanding of the molecular basis for heredity by …
2a describing the DNA structure and relating the DNA sequence to the genetic code.
2b explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion).
2c describing how DNA contains the code for the production of specific proteins. Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Title
Intro to genetics and mitosis/meiosis
Punnet Squares
Inquiry
Inquiry
Pedigrees, Sex linked, Codominance, Incomplete Dominance
Assessment Plan There will be a few worksheets distributed for class work and homework. There will also be one quiz on punnet squares and mitosis/meiosis (before inquiry), and there will be another quiz after inquiry on mutations and codominance/incomplete dominance. The inquiry activity will also be a form of assessment as well as a summative exam at the end of the unit. Rationale
During this lesson, there were many attempts to engage the students and make the topic relevant to them. During the opening of the lesson, I started by having one of the students stand up and I listed off traits. It made the students see how the topic was going to connect to them by using a student as an example. Also, during the unit, I will make many connections to how certain things, such as genetic mutations, and sex-linked traits, and other things can affect people and it may affect some of the students lives now. The inquiry assignment is another way to connect the material to the students. It incorporated a real life example. The students were able to see where they got each of their traits and if the way they look is more influenced by their dads side of the family or their mothers side of the family. Also, they were able to use some of this information to get an idea of what their children are going to look like in the future.
There are a few assessments of the students knowledge throughout the unit. There will be two quizzes throughout the unit to assess the students as well as give feedback on if they are learning the material. There will also be the inquiry assignment as well as a summative assessment at the end of the unit.
There are a few ways that prior knowledge will come into play throughout the course of the unit. Knowledge of different traits will be very important. It will also incorporate prior knowledge of mitosis and meiosis from middle school. My CT informed me that they do get a lesson in middle school of mitosis and meiosis so it is not necessary for me to go to in depth on this topic. I basically will just be giving a review of the basic steps and going a little more in depth.
The sequence of the unit is very important since each previous topic will be built upon. The students will need knowledge of mitosis and meiosis to know how punnet squares work. They need to know how to do a simple punnet square before moving on the dihybrid crosses and sex-linked crosses.
A few reviews will be given as well as some worksheets and handouts to help the students make sense of the difficult material.
I believe this unit will be very enjoyable for the students and this will help them to engage in the material. Students, especially those in high school, are very concerned about their appearance. This unit is ways for them to find out the history of why they look the way they do.
Author: Chris Pickering
Grade Level: 10/11
Course: Bio I
Purpose of Unit
The purpose of this unit is for the students to gain an understanding of genetics and be able to apply practices. This will be done with a series of lessons first, giving a overall view of genetics. Next, we will go over punnet squares and how to accurately complete a punnet square. This will be followed by an inquiry based activity so the students can apply their knowledge of genetics. Finally, we will conclude the unit with mutations, codominance, incomplete dominances, and dihybrid crosses. A test will end the unit.
Learning Performances and Standards
LS1 (9-11) - 2Students demonstrate an understanding of the molecular basis for heredity by …
2a describing the DNA structure and relating the DNA sequence to the genetic code.
2b explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion).
2c describing how DNA contains the code for the production of specific proteins.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Worksheet in groups
Markers
Lesson Sequence
Lesson 1 - Intro to Genetics, Mitosis, Meiosis
Lesson 2 - Punnet Squares
Lesson 3 - Quiz, Introduce Inquiry
Lesson 4 - Finish Inquiry
Lesson 5 - Pedigrees, Codominance, Incomplete Dominance
Lesson 6 - Quiz, Mutations, Dihybrid Cross
Lesson 7 - Review
Lesson 8 - Test
Assessment Plan
There will be a few worksheets distributed for class work and homework. There will also be one quiz on punnet squares and mitosis/meiosis (before inquiry), and there will be another quiz after inquiry on mutations and codominance/incomplete dominance. The inquiry activity will also be a form of assessment as well as a summative exam at the end of the unit.
Rationale
During this lesson, there were many attempts to engage the students and make the topic relevant to them. During the opening of the lesson, I started by having one of the students stand up and I listed off traits. It made the students see how the topic was going to connect to them by using a student as an example. Also, during the unit, I will make many connections to how certain things, such as genetic mutations, and sex-linked traits, and other things can affect people and it may affect some of the students lives now. The inquiry assignment is another way to connect the material to the students. It incorporated a real life example. The students were able to see where they got each of their traits and if the way they look is more influenced by their dads side of the family or their mothers side of the family. Also, they were able to use some of this information to get an idea of what their children are going to look like in the future.
There are a few assessments of the students knowledge throughout the unit. There will be two quizzes throughout the unit to assess the students as well as give feedback on if they are learning the material. There will also be the inquiry assignment as well as a summative assessment at the end of the unit.
There are a few ways that prior knowledge will come into play throughout the course of the unit. Knowledge of different traits will be very important. It will also incorporate prior knowledge of mitosis and meiosis from middle school. My CT informed me that they do get a lesson in middle school of mitosis and meiosis so it is not necessary for me to go to in depth on this topic. I basically will just be giving a review of the basic steps and going a little more in depth.
The sequence of the unit is very important since each previous topic will be built upon. The students will need knowledge of mitosis and meiosis to know how punnet squares work. They need to know how to do a simple punnet square before moving on the dihybrid crosses and sex-linked crosses.
A few reviews will be given as well as some worksheets and handouts to help the students make sense of the difficult material.
I believe this unit will be very enjoyable for the students and this will help them to engage in the material. Students, especially those in high school, are very concerned about their appearance. This unit is ways for them to find out the history of why they look the way they do.